University of Oulu

Marjatta Takala, Päivi Pihlaja & Elina Viljamaa (2022) ‘Yes it’s good, but … ’ – student teachers’ inclusion narratives, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2022.2115133

‘Yes it’s good, but … ’ : student teachers’ inclusion narratives

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Author: Takala, Marjatta1; Pihlaja, Päivi2; Viljamaa, Elina1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
2Faculty of Education, University of Helsinki, Helsinki, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link:
Language: English
Published: Informa, 2022
Publish Date: 2024-03-12


Finland is committed to inclusive education as many other countries too. In this study, we examined Finnish student teachers’ attitudes towards inclusion using an electronic questionnaire. In total, 277 students participated. The open responses were studied as various teacher students’, class, subject or special education students’ narratives of inclusion. The results showed that student teachers’ attitudes, except special education student teachers, were quite negative. The most common narratives told about lack of resources, about pupils and/or teachers suffering in inclusive settings, about good parts of segregation and about a positive attitude, followed by a but, like: yes it’s good, but. Full inclusion was not supported, but other forms, like partial inclusion, were more seconded. We conclude that future teachers need more knowledge about and a better understanding of inclusion and diversity.

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Series: Scandinavian journal of educational research
ISSN: 0031-3831
ISSN-E: 1470-1170
ISSN-L: 0031-3831
Volume: In press
Pages: 1 - 13
DOI: 10.1080/00313831.2022.2115133
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This research was supported by the Finnish Ministry of Education and Culture through the project Right to Learn – Skills to Teach (OKM/38/592/2018) and by the Finnish Hohto-project is financed by Finnish Ministry of Education and Culture (OKM/90/523/2020).
Copyright information: This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 12 Sep 2022, available at: